Systematic Phonics Scope and Sequence

1 2019 Keys to Literacy Systematic Phonics Scope and Sequence Suggested Scope and Sequence While there is no universally agreed upon Scope and Sequence , any logically ordered Sequence begins with the most basic Phonics concepts and progresses to more difficult concepts, with new learning building on prior knowledge (Carreker, 2011). Sequences vary somewhat from program to program. If you are using an explicit, Systematic Phonics program it is best to follow its Sequence for the order of teaching. The Common Core Reading Foundations standards also provide some guidance related to a Phonics Scope and Sequence .

2 If you are not using a program, or if the program is not Systematic enough, here is a suggested generic Scope and Sequence . Note that grade levels are suggested; there are variations around when Phonics programs introduce some patterns. Pre-Alphabetic Principle (PreK-K) Phonological and phonemic awareness Word, syllable awareness Sensitivity to rhyme, alliteration Letter recognition and naming Alphabetic Principle and Phonics (K-1) Phonological and phonemic awareness Onset-rime Phoneme blending and segmenting Blending to decode and segmenting to spell one-syllable words Some high-frequency sight words Letter-sound correspondences (ordered from basic to more complex) Consonants (K-1)

3 - Start with the most common consonants (b /b/, c /k/, d /d/, f /f/, g /g/, h /h/, k /k/, l /l/, m /m/, n /n/, p /p/, s /s/, t /t/) - Then introduce the less common (j /j/, r /r/, v /v/, w /w/, y /y/, z /z/, x /ks/, q (with u) /q/) Short Vowels (K-1) - Begin teaching after a few common consonants - Combine with consonants to decode CVC words ( , bat, nip, hog) Basic Consonant Digraphs (K-1) a combination of consonants that represent one unique sound, unlike the sound made by any of the individual letters of the digraph - ch /ch/, sh /sh/, ck /k/, th /th/ (voiced and unvoiced) - Combine with short vowels and consonants to decode CVC words ( , sick, thin, shop, wish) 2019 Keys to Literacy Consonant Blends: (1) A blend is the combined sounds of two or three consonants.

4 In consonant blends, each letter retains its common sound. Students learn how to blend the sounds together rather than learning one new sound. - Examples of initial consonant blends: bl-, br-, cl-, cr-, dr-, dw-, fl-, fr-, gl-, gr-, pl-, pr-, scr-, sl-,spl-, sp-, spr-, squ-, st-, str-, sw-, thr-, tr-, tw- - Examples of final consonant blends: -ct, -ft, -ld, -lf, -lk, -lp, -lt, -mp, -nd, -pt, -rd, -rk, -rm, -rn, -rp, -rt, -sk, -sp, -st - Combine with short vowels to decode CCVC or CVCC words ( , slip, frog, lift, camp) ng and nk (1) - Examples: king, song, hung, pink, sank, honk, dunk Floss Rule (1) If a word has only one vowel and ends in f, l, or s, double the last letter.

5 - Examples: stuff, cliff, fill, bill, stall, moss, kiss, glass - There are some exceptions: If the final s makes the /z/ sound, the s is not doubled ( , as, is, was, his). Long-Vowel Sounds in Open Syllables (K-1) - Examples: he, me, hi, no, my, o-pen, ba-by, a-pron, a-corn, i-vy, i-ris, si-lo, e-ven, be-hind, po-ny, bo-nus, mu-sic, Ju-ly - Including y at end of a short word Examples: my, why, by Long-Vowel Silent e (Vowel-Consonant-e (VCe) (K-1) Adding an e at the end of a CVC (or CCVC) word or syllable change she vowel from a short sound to a long sound. - Examples: bake, brake, shame, bite, drive, shine, bone, slope, stroke, cube, crude, mute Other Long Vowel Patterns (1) - words with -ild,- ind, -old, -ost - Examples.)

6 Mild, child, kind, blind, cold, hold, host, most 2019 Keys to Literacy Phonics (1-3) Phonemic awareness - Onset-rime, blending, segmenting - Phoneme manipulation Decoding and spelling one-, two- and multi-syllable words More high-frequency sight words Letter-sound correspondences (ordered from basic to more complex) Vowel Pairs (1-2) A vowel pair is two adjacent vowels in the same syllable that represent a single speech sound. The sound made by a vowel combination may vary. - Basic Vowel Pairs with One Frequent Long-Vowel Sound - Examples: ai (pain), ay (pay), ee (feet), ey (key), ie (chief), oa (boat), oe (toe), ue (blue), au (August), - Vowel Pairs with More Than One Frequent Sound - Examples: ea (eat, head), oo (moon, book), ou (out, soup), ow (cow, snow) - au and aw: Examples pause, August, saw, claw - Diphthongs: a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another - Examples of oi/oy: coin, boil, boy, toy - Examples of ou/ow.

7 Mouse, loud, cow, brown Vowel-r (1-2) - /er/ spelled as er (her, bother); ir (sir), ur (fur, turtle), or (work, doctor), ear (earth, search) - /or/ spelled as or (fork, store, morning), ore (ore, store), oor (poor, door), our (pour, four) - /ar/ spelled as ar (car, farm, yard) Silent Letters (1-2) - kn (knight), mb (thumb), wr (wreck) - vowel combinations igh and eigh words (fight, tight, sigh, eight, weight, sleigh) Hard and Soft Sound: c and g (1-2) - When the letters c or g are followed by the letters i, e, or y, it changes the sound from hard (c /s/, g /g/) to soft (c /s/, g /j/). - Examples: face, price, cent, pencil, city, icy, gist, gem, huge, gym k/ck, ch/tch and ge/dge (1-2) For the sound /k/ spelled as k at the end of a short word: - If there is only a short vowel before the /k/, add c.

8 - Examples: tuck, lock, deck - If there is another consonant sound after the vowel, only use k. - Examples: milk, pink, bulk, task For the sound /ch/ spelled as ch at the end of a short word: - If there is only a short vowel before the /ch/, add t. - Examples: hitch, batch, Scotch 2019 Keys to Literacy - If there is another consonant sound after the vowel, only use ch. - Examples: lunch, bench For the sound /j/ spelled as ge at the end of a short word: - If there is only a short vowel before the /j/, add .d - Examples: badge, lodge, judge - If there is another consonant sound after the vowel, only use ge.

9 - Examples: plunge, hinge Advanced Patterns (2-3) Vowel-r - /air/ spelled as air (fair, stair), are (share, dare) - /ear/ spelled as ear (hear, year), eer (deer, cheer) Advanced digraphs - wh for /hw/ (whale, which) - ph for /f/ (phone, graph) - gh for /f/ (laugh, cough) Variant plurals - f/vs (Examples: leaf/leaves, elf/elves) - vowel changes (Examples: tooth/teeth, man/men, foot/feet) Contractions - does/doesn t, we/we re, I/I ve ti, ci for /sh/ - Examples: action, motion, special, musician tu for /ch/ - Examples: picture, mixture, nature Reading and Spelling Words with Prefixes and Suffixes (1-3) Basic (1-2) - suffixes: -ed, -ful, -ly, -er, -est, -ing, -s, -es - prefixes: re-, un-, pre- More advanced (2-3) - suffixes: -less, -ness, -able, -ic, -tion, -able, -ible, -ous - prefixes: mis-, dis-, trans-, uni-, bi-, tri-, - Roots: rupt, spect, port, form, meter, graph, photo Notes: - Inflectional suffixes: endings that indicate tense (walked, walking, walks) and number (cats, foxes), typically taught first.

10 - Derivational suffixes: suffixes that change the meaning of a word or change the part of speech (happy/happily, happy/happiness, big/biggest, act/action, rest/restful ) - Additional prefixes and suffixes may be introduced using oral language to develop vocabulary.